Prof. Educ.

13: Teaching Internship

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 Understanding
My Learners, Their Strengths, Needs,
Interests and Experiences
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 Diversity of learners refers to the differences among students most especially in
the way they learn in a variety of settings, through a variety of processes with a variety of
outcomes.
Teachers can facilitate the learning process among diverse learners by first
recognizing and respecting individual differences, then using the knowledge about students
to design differentiated learning activities to ensure that all students can attained desired
learning goals.
Code of Ethics for Professional Teachers, Article Vlll Sec. 3 dictates that “under
circumstance shall a teacher be prejudiced nor discriminatory against any learner”.

Learner’s differences stem from many factors: gender, race, ethnicity or cultural
background (nationality, province, language) intellectual abilities, religions, sexual
preferences and socio-economic status, needs, interests, strengths and experiences.
 All learners have different ways of thinking, learning and absorbing
 Students’ self- awareness is enhanced by diversity
 Student diversity contributes to cognitive development. It can also promote harmony
 Learners are diverse and subjects must be taught differently to respond to their
needs, interests, strengths and experiences
 Reach every student at his/her level
 Assist your students to grow and celebrate success
 All learners are worthy of respect and dignity

Performance Tasks

Performance Task 1 - Make an infographic on diversity of learners (these are graphic

visual representations of information, data of knowledge intended to present information
quickly and clearly).

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Performance Task 2 - There are different learner based on learning modalities. They
are auditory, visual and tactile learners. Cite applications on how you can stimulate their
strengths, needs and experiences based on their learning modalities.

Types of learners based on How should I stimulate learning through their learning
learning modalities modalities
Visual learners like diagrams, drawing out concept,
Visual charts and processes. They learn by looking at visual
concept, creating them, and watch other people create
them. To engage to a visual learner, I will include
elements like maps, diagrams and imagery. It will help
them learn things especially mathematics and logic.

Auditory learners like to hear solutions and examples

Auditory explained to them, and may gravitate towards music
subjects and group learning as a way to understand
information. They possess a good ear for music and
tones; likes to talk to self and others. Engaging in an
auditory learner requires some tact and forethought
for me as a not music teacher. The key here is my
voice and the voice of my students. I will work on my
delivery so I can express learning material in
interesting and engaging tones. Also, I will let them
read their notes. Hearing the sound of their own voice
and the voices of others is engaging to an auditory
learner.

Commonly called hands-on learners, kinesthetic prefer

Tactile to physically engage with the materials of the subject
matter. They are energetic, may drum fingers or
shake legs; action-oriented and outgoing; may de-
prioritize reading and writing. In my teaching
internship, to be able for me to engage in kinesthetic
leaners, I will encourage them to do role play and
movements within the lesson itself. Physical
interaction is important. The use of props and models
will greatly benefit a kinesthetic learner.

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Performance Task 3 - Create a teaching matrix of differentiated teaching based on
the various intelligence of learners.
Intelligences Strategies Application to my
subject area
Word Letter writing Let pupils write a letter
Smart to a friend using a
(Linguistic particular word or
Intelligences phrase
Number Number familiarization Ask students to function
Smart the way a real-life
(Logical/ Analytical scientist does – using
Intelligence) logic and/or math to
solve a problem or
propose a hypothesis.
People Teacher-student These learners are
Smart interaction usually the ones who
(Interpersonal speak up frequently.
Intelligence) Take advantage of that
chatty energy through
class discussions or
group work, let them
teach the class, or use
technology to have
them interact with
others via Skype, chat,
etc.
Self Brainstorming Give these students
Smart assignments that
(Intrapersonal challenge them to make
Intelligence) connections between
their personal
experiences and the
class subject.
Music Musical activities Consider musical
Smart activities such as
(Musical Intelligence) having them create a
rap song about their
subject or make
connections between
sound/music and the
information you are
teaching.
Art Poster encourage this group to
Smart making/cartooning use symbols or colors to

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 (Visual-Spatial help them make sense
Intelligence) of their notes, since
they may struggle with
traditional note-taking
methods.
Body Physical fitness activity Let bodily-kinesthetic 
Smart students act out a skit,
(Bodily/Kenisthetic do a dance, or
Intelligence) physically simulate a
scientific process. Use
manipulatives in math,
have them build a
model with clay, or
create a collage about
an important concept.
Nature Project-based learning Incorporate the outside
Smart world to hold these
(Naturalist students’ attention.
Intelligence) Field trips and project-
based learning are
ideal, but anything that
allows them to get
some fresh air and
interact with plants and
animals will help.

How do strategies contribute to my learning? Write a one-liner statement.

The above-mentioned strategies per intelligence will serve as my guide in teaching

mathematics in different learners that I will encounter. This is to facilitate learning well
even if your learners have a different intelligence. Is also important that you know already
the needs of your students in learning. These learners have their different ways of learning
– as future educator, it is important to be aware of the strategies in teaching that will suit
each of the students.

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My Assessment Tasks

1. Which group of students learns best through music, songs and parodies?
A. Nature smart C., Self-smart
B. Music smart. D. Word smart
2. Which group of learners finds joy in working with others
A. Nature smart C. People smart
B. Music smart D, Self-smart
3. Which group of learners needs to see the teacher’s body language and facial
expressions to fully understand the lesson?
A. Auditory learners C. Tactile learners
B. Kinesthetic learners D. Visual learners
4. Which group of students learn through hands-on activity like, exploring the world
around them?
A. Auditory learners C. Tactile learners
B. Kinesthetic learners D. visual learners
5. Which group of students learn best through verbal lectures, discussion, talking things
through and listening to what others have to say?
A. Auditory learners C. Tactile learners
B. Kinesthetic learners D. Visual learners

My Learning Artifacts
Go to the library and get a research abstract on student diversity.

Title
Learner Diversity in Inclusive Classrooms: The Interplay of Language of Instruction, Gender and Disability
Researcher(s)
Mwajabu K. Possi [1], Joseph Reginard Milinga [2]
Abstract

The research was conducted to look into learner diversity in inclusive classrooms focusing on
language of instruction, gender and disability issues, and their implications for education practices.
A qualitative research approach was used to obtain data addressing the research problem from two
inclusive secondary schools in Dar es Salaam region, Tanzania. A purposive sampling was used to
obtain the schools, and research participants who were teachers and students. Open ended
interviews, classroom observations, and focus group discussions were used in data collection. The
findings have indicated challenges facing teachers in teaching mixed classes as well as students in
such classes; especially those with disability. However, interactions between girls and boys were
generally positive although the latter dominated in some classroom conversations. It is
recommended that all teachers should be trained on how to handle students with special needs in
particular and acquainted with general knowledge of learner diversity during initial-teacher training,
and further enhanced through continued in-service trainings. Lastly, it is recommended that another
study, using both quantitative and qualitative approaches, be conducted using a bigger sample
involving other types of participants with special needs; and that parents of children in special needs
should participate in the proposed study.

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 My Scoring Rubric

INDICATORS Meets Approaching Meets Does Not Meet

Standard of Standards of Acceptable Acceptable
Excellence Excellence Standards Standard
CRITERIA 4 3 2 1
Performance -Has all the -Has some -Has minimal No aspect of work
Tasks aspects of aspects of work aspects of meets level of
work that that exceed work that expectations
exceed level of level of meet level of -Has errors,
expectation. omissions and
expectation. expectation
-Demonstrates misconceptions
-Show -With some
solid
exemplary errors and
performance
performance mastery is not
and
thorough
understanding
Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers
Learning The piece/s of The piece/s of The piece/s of The piece/s of
Artifacts evidence of evidence of evidence of evidence of
learning is/are learning is/are learning is/are learning is/are
aligned with aligned with aligned with NOT aligned with
learning SOME of the ONE of the the learning
outcomes learning learning outcomes
outcomes. outcomes.
Creativity and The learning The learning The learning The learning
Resourcefulness tasks are done tasks are done tasks are done tasks are poorly
very creatively creatively and quite done and need
and resourcefully creatively and improvement
resourcefully. resourcefully
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks learning tasks learning tasks learning tasks are
are submitted are submitted are submitted submitted 3 days
on or before a day after the 2 days after or more after the
the deadline. deadline. the deadline deadline.

MY TOTAL SCORE

__________________________________
Signature of Practicum Supervisor

Prof. Educ. 13: Teaching Internship